Literaturnachweis - Detailanzeige
Autor/inn/en | Levesque, Vanessa R.; Wake, Cameron P. |
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Titel | Organizational Change for Sustainability Education: A Case Study of One University's Efforts to Create and Implement Institution-Wide Sustainability Competencies |
Quelle | In: International Journal of Sustainability in Higher Education, 22 (2021) 3, S.497-515 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1467-6370 |
DOI | 10.1108/IJSHE-09-2019-0285 |
Schlagwörter | Organizational Change; Sustainability; Sustainable Development; Higher Education; Universities; Educational Policy; Educational Practices; Case Studies; Competence; College Curriculum; Program Implementation; Outcomes of Education; Interdisciplinary Approach; Educational Objectives; New Hampshire Organisationswandel; Nachhaltigkeit; Nachhaltige Entwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Politics of education; Bildungspolitik; Bildungspraxis; Case study; Fallstudie; Case Study; Kompetenz; Lernleistung; Schulerfolg; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Educational objective; Bildungsziel; Erziehungsziel |
Abstract | Purpose: The purpose of this study is to examine how the process of creating and implementing sustainability competencies across a university illuminate dynamics of organizational change. The push to advance education for sustainable development in higher education will likely require transformation of existing policies and practices. A set of shared sustainability competencies could guide the integration of sustainability throughout an institution. Design/methodology/approach: This paper reports on a case study of one US university, the University of New Hampshire (UNH) that developed institutional-level sustainability competencies. The process used to create and implement sustainability competencies is outlined, and key factors that influenced the associated organizational change are identified. Findings: Very few US universities have institutional-level sustainability competencies. At UNH, drivers of organizational change such as overcoming disciplinary boundaries, developing a common vision and working from the bottom-up enabled the creation of institutional sustainability competencies, but the same processes were not enough to drive deeper implementation of the competencies. Originality/value: This paper not only identifies the context-specific drivers of the development of institutional sustainability competencies, but also identifies universal themes that can be applied to other institutions embarking on a similar process. Additionally, this paper serves as a foundation for future research exploring how the process of creating institutional sustainability competencies may be linked to how effective they are in shaping subsequent sustainability education. (As Provided). |
Anmerkungen | Emerald Group Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emeraldinsight.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |